1 The bean-counting emperor has no clothes: challenging traditional models of curricula in professional education. Dr Ellen Hurst (University of Cape Town) & Professor Chen Swee-Eng (Holmesglen, Melbourne) Abstract This paper focuses on the comparison of the curriculum designs of two property programmes, one from South Africa and one from Australia. The South African programme was built around a typical university model featuring timetabled lecture and tutorial slots, while the Australian programme was conceived as a problem-based learning design. The educational pedagogy of the two programmes are contrasted using Basil BeƌŶsteiŶs ĐlassifiĐatioŶ of ĐolleĐtioŶ aŶd iŶtegƌated ĐuƌƌiĐula to consider the effectiveness and relevance of the models. It was expected that a traditional model (collection curriculum) would have a more theoretical focus while a problem-based model (integrated curriculum) would have greater emphasis on the practical application of knowledge; there is some concern that less traditional models compromise the depth of theoretical knowledge of graduates. The analysis however suggests that both models have similar emphases on theory and practice. The forms of knowledge required in professional disciplines suggest that greater integration may be more beneficial to students, yet often administrative and regulatory requirements constitute barriers to innovative educational practice. In this comparison, the contrast between the older programme and the vision of a student-centred model provides some insight into why programme designers may want to challenge the bean-counters ;uŶiǀeƌsitLJ management and administration) and design programmes which are relevant and useful for students entering the knowledge economy. Introduction and problem In his early work on Class, Codes, and Control (1975) Basil Bernstein identifies two types of curricula: collection and integrated. Bernsteins defiŶitioŶ of a ĐolleĐtioŶ type states that the student has to collect the specified content, and then be tested on it usually in the form of an examination (Bernstein 1975: 80). Hence formal examinations and formal lectures are indicative of collection type curricula. On the other hand, in an integrated type, Bernstein states that there are no fixed periods of time, and alternative methods of assessment to formal examinations are preferred, for example,